Helping Underachieving Boys Read Well and
Often. ERIC Digest.
THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES
INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT
ED467687 2002-08-00 Helping Underachieving Boys Read Well and Often. ERIC Digest. Page 1 of 6
ACCESS ERIC 1-800-LET-ERIC
The ability to read well is the most important skill children can acquire. Reading ability
and the desire to read vary significantly among groups of children, however. This was
demonstrated, for example, by the findings of the Early Childhood Longitudinal Study,
Kindergarten Class of 1998-99 (ECLS-K), a national study on school readiness that
measured children's ability to identify by name uppercase and lowercase letters of the
alphabet, associate letters with sounds at the beginning and ending of words, recognize
common words by sight, and read words in context. ECLS-K found that on all these
measures girls were more proficient than boys, whites more proficient than non-Asian
students of color and Latinos, and children from higher socioeconomic (SES)
backgrounds more proficient than lower SES children (reported in Coley, 2002).
Moreover, the reading gap between whites and students of color frequently widens with
age (Coley, 2001).
There are many reasons why some children do not read well and do not like to read,
some of which are related to biological and cognitive factors. Other impediments to
reading achievement include the use of ineffective teaching strategies and materials;
the lack of sufficient and enticing reading resources in schools, communities, and
homes; and family habits that do not include reading. This digest provides information
on how schools and families can improve the reading skills of native English speaking
children, particularly poor elementary school level boys of color. It focuses on ways to
increase the time they spend reading and the enjoyment they get from doing so; it does
not cover strategies for teaching reading. The recommendations presented below,
based on the analysis and experience of experts, have proven to be particularly useful
with boys who are most at risk of underachievement but least likely to view reading as
an important activity.
HOW BOYS VIEW READING
Boys tend to learn to read at an older age than girls, take longer to learn, and
comprehend narrative texts less easily. Boys also value reading less, and see reading
as a way to get information rather than as a recreational activity (Simpson, 1996; Smith
& Wilhelm, 2002). While researchers differ on whether boys of color see reading as
"acting white," and, thus, something to be avoided (Smith & Wilhelm, 2002), one study
of African American boys found that they resented activities they defined as schoolwork,
believing that they will never benefit from an education (Tanksley, 1995).
READING MATERIALS THAT BOYS LIKE
Boys tend to read a "wider number of genres over a broader range of topics" than girls
(Simpson, 1996, p. 272). They are usually most interested in books and periodicals
about hobbies, sports, and activities they might engage in, and in informational
resources. They like escapism (science fiction, adventure, and fantasy) and humor
more than fiction and poetry, and they like to collect series of books (Simpson, 1996;
www.eric.ed.gov ERIC Custom Transformations Team
Page 2 of 6 ED467687 2002-08-00 Helping Underachieving Boys Read Well and Often. ERIC Digest.
Smith & Wilhelm, 2002).
Reading choices made for boys frequently do not reflect their preferences, since girls
are clearer and more vocal about what books they want, elementary school teachers
are predominantly women, and mothers rather than fathers select reading materials for
their children. Obviously, then, involving boys in the selection process will increase their
attentiveness (Simpson, 1996). Further, boys, like all children, want to see characters
like themselves sometimes. Therefore, materials should feature people of different
ethnicities, races, and backgrounds who live in a variety of types of homes and
communities. (One resource for materials of particular interest to African American
children is a bibliography produced by the National Association for the Education of
Young Children [Brown & Oates, 2001]).
CLASSROOM STRATEGIES FOR INCREASING
BOYS' READING
Reading aloud by teachers, guest readers, and students is a valuable classroom activity
to which substantial amounts of time should be allotted. It is especially beneficial for
boys who may not be reading at other times and need to be introduced to the pleasure
that reading provides. Teachers can capture boys' interest by associating the material to
be read with their existing knowledge. When they read aloud to boys, teachers can help
them to associate sounds with symbols by letting them follow along with the text.
Rotating reading materials of different genres allows boys to see the many types of
reading materials available--not just novels and textbooks, but also newspapers and
magazines, how-to guides, comics, and computer programs--and their multiple uses
(Simpson, 1996).
Boys gain confidence in their reading ability when they read aloud in class. Frequent
interruptions or corrections undermine this confidence, however. Since teachers correct
boys' reading more than girls', they need to be sensitive to the effects of their criticism
(McCarthy, Nicastro, Spiros, & Staley, 2001; Smith & Wilhelm, 2002). Additional time for
silent reading promotes the independent development of skills and the enjoyment of
reading.
Teachers can help boys comprehend reading materials and promote analytical thinking
by involving them in class or group discussions. Students can review the content,
purpose, and presentation of particular types of books, and how they differ. They can
"talk about stories as constructions of the world, not as reflections of it," and can
consider whether they empathize with the characters. They can use their imaginations
to recast a story using characters of a different sex or ethnicity. Because girls tend to
dominate discussions of books, teachers need to take care that boys participate
(Simpson, 1996, p. 278).
A library in the classroom stocked with attractive age- and ability-appropriate books
encourages boys to pick up one when they have a free moment. Inviting all children to
ERIC Resource Center www.eric.ed.gov
ED467687 2002-08-00 Helping Underachieving Boys Read Well and Often. ERIC Digest. Page 3 of 6
design the library area, and to choose and organize the books, promotes use. Regular
visits to the school library show boys a much wider range of reading materials and
foster their desire to improve their skills so they can read the more sophisticated
material there. Outings to the public library serve the same purpose. Also, getting
children library cards encourages future visits with their families (Calkins, 1996).
JOINT STRATEGIES FOR THE SCHOOL,
COMMUNITY, AND HOME
Schools, libraries, and community groups can join with families to improve boys'
reading. Adults can talk about how reading alone and with friends, looking for books in
stores, libraries, and flea markets, giving books as gifts, and sharing what they have
learned, makes them happy and helps them relate to others (Calkins, 1997).
More formally, organizations can implement reading programs. They can provide male
reading role models of color to help boys develop the habit of reading. Such role models
are especially important for boys living in homes without men, and including them in a
supplementary education program can help compensate for families that do not read at
home. Men can model reading by doing so themselves and reading aloud to children,
and by telling children why reading enriches their own lives (Tanksley, 1995). A tutoring
program can also employ adult role models. Alternatively, it can pair less proficient
readers with more accomplished students who can instinctively select appealing books,
articles, and manuals providing instructions for engaging in an activity or constructing a
model. Of course, all tutors can use school texts (Tanksley, 1995).
ACTIVITIES FOR PARENTS
Schools can help parents promote their children's reading by communicating that it is
important to read to sons (every day, if possible), that they do not have to be well
educated to do so effectively, and that schools cannot be solely responsible for their
children's education. Schools can direct parents to free sources of reading materials
(such as the school itself, libraries, and community organizations) and manage book
swaps. They can also encourage parents to allow their children time for reading and
provide an inviting place for it. Parents can also be helped to integrate reading with their
children naturally into their schedules (Coley, 2002; McCarthy et al., 2001; North
Carolina, 1999; Tanksley, 1995).
Parents can model reading, sharing what they have learned, recommending good
books, and mentioning what they want to learn from reading in the future. Parents and
sons can read together, selecting increasingly difficult materials to help boys improve
their skills and promoting positive interactions as they predict what will happen in a story
and then discuss what did happen and why. Parents and sons can look up information
together both to show the value of reading and to help boys develop problem-solving
skills. Parents can take books along on long trips or to places where waiting is
anticipated to help boys appreciate the value of reading as recreation. Finally, parents
www.eric.ed.gov ERIC Custom Transformations Team
Page 4 of 6 ED467687 2002-08-00 Helping Underachieving Boys Read Well and Often. ERIC Digest.
can maintain a reading log with their sons that indicates what, when, and how much the
boys are reading. The log keeps parents informed, supports their sons' efforts, and
encourages reading together (Calkins, 1996; McCarthy et al., 2001; North Carolina,
1999; Tanksley, 1995).
CONCLUSION
Many enticements compete for children's time, television most especially. For boys, the
desire to be physically active can further impede their interest in reading. Therefore it is
necessary to help boys select and use reading materials that are as entertaining as
television, tap into their special interests and answer their unique questions about the
world, and provide information that facilitates their participation in sports and other
group activities.
Finally, the reading that boys do should not be dismissed as inconsequential even
though it often does not include the novels and other traditional materials usually read
by girls. The genres preferred by boys can be equally helpful in their development of
reading, thinking, and problem solving skills, and should be considered key resources in
their education.
REFERENCES
Brown, J.C., & Oates, L. (2001). Books to grow on: African American literature for young
children. Washington, DC: National Association for the Education of Young Children.
Calkins, L.M. (1996, August). Motivating readers: First things first: Planting the seeds for
lifelong reading. Instructor, 106(1), 32-33. (EJ 533 473)
Calkins, L.M. (1997, January-February). Motivating readers: Five ways to nurture a
lasting love of reading. Instructor, 106(5), 32-33. (EJ 538 525)
Coley, R.J. (2001). Differences in the gender gap: Comparisons across racial/ethnic
groups in education and work. Princeton: Educational Testing Service. (ED 451 222)
Coley, R.J. (2002). An uneven start: Indicators of inequality in school readiness.
Princeton: Educational Testing Service.
McCarthy, S., Nicastro, J., Spiros, I., & Staley, K. (2001). Increasing recreational
reading through the use of read-aloud's. Unpublished manuscript, Saint Xavier
University, Chicago, IL. (ED 453 541)
North Carolina State Board of Education, Department of Public Education. (1999).
Reading with your elementary child: Tips for parents--grades 3-5. Raleigh: Author. (ED
438 038)
Simpson, A. (1996, December). Fictions and facts: An investigation of the reading
ERIC Resource Center www.eric.ed.gov
ED467687 2002-08-00 Helping Underachieving Boys Read Well and Often. ERIC Digest. Page 5 of 6
practices of girls and boys. English Education, 28(4), 268-79. (EJ 540 728)
Smith, M.W., & Wilhelm, J.D. (2002). "Reading don't fix no Chevys": Literacy in the lives
of young men. Portsmouth, NH: Heinemann.
Tanksley, M.D. (1995). Improving the attendance rate for African American male
students in an after school reading program through parental involvement, positive male
role models, and tutorial instruction. Ed.D. Practicum, Nova Southeastern University,
Fort Lauderdale, FL. (ED 394 119)
This Digest was developed by the ERIC Clearinghouse on Urban Education, with
funding from the Office of Educational Research and Improvement, U.S. Department of
Education, under contract no. ED-99-CO-0035. The opinions in this Digest do not
necessarily reflect the position or policies of OERI or the Department of Education.
Title: Helping Underachieving Boys Read Well and Often. ERIC Digest.
Note: Digest Number 176.
Document Type: Information Analyses---ERIC Information Analysis Products (IAPs)
(071); Information Analyses---ERIC Digests (Selected) in Full Text (073);
Available From: ERIC Clearinghouse on Urban Education, Institute for Urban and
Minority Education, Box 40, Teachers College, Columbia University, New York, NY
10027. Tel: 800-601-4868 (Toll free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail:
eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1.
Descriptors: Elementary Education, Elementary School Students, Low Income Groups,
Males, Minority Group Children, Parent Responsibility, Reading Aloud to Others,
Reading Attitudes, Reading Skills
Identifiers: ERIC Digests
Often. ERIC Digest.
THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES
INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT
ED467687 2002-08-00 Helping Underachieving Boys Read Well and Often. ERIC Digest. Page 1 of 6
ACCESS ERIC 1-800-LET-ERIC
The ability to read well is the most important skill children can acquire. Reading ability
and the desire to read vary significantly among groups of children, however. This was
demonstrated, for example, by the findings of the Early Childhood Longitudinal Study,
Kindergarten Class of 1998-99 (ECLS-K), a national study on school readiness that
measured children's ability to identify by name uppercase and lowercase letters of the
alphabet, associate letters with sounds at the beginning and ending of words, recognize
common words by sight, and read words in context. ECLS-K found that on all these
measures girls were more proficient than boys, whites more proficient than non-Asian
students of color and Latinos, and children from higher socioeconomic (SES)
backgrounds more proficient than lower SES children (reported in Coley, 2002).
Moreover, the reading gap between whites and students of color frequently widens with
age (Coley, 2001).
There are many reasons why some children do not read well and do not like to read,
some of which are related to biological and cognitive factors. Other impediments to
reading achievement include the use of ineffective teaching strategies and materials;
the lack of sufficient and enticing reading resources in schools, communities, and
homes; and family habits that do not include reading. This digest provides information
on how schools and families can improve the reading skills of native English speaking
children, particularly poor elementary school level boys of color. It focuses on ways to
increase the time they spend reading and the enjoyment they get from doing so; it does
not cover strategies for teaching reading. The recommendations presented below,
based on the analysis and experience of experts, have proven to be particularly useful
with boys who are most at risk of underachievement but least likely to view reading as
an important activity.
HOW BOYS VIEW READING
Boys tend to learn to read at an older age than girls, take longer to learn, and
comprehend narrative texts less easily. Boys also value reading less, and see reading
as a way to get information rather than as a recreational activity (Simpson, 1996; Smith
& Wilhelm, 2002). While researchers differ on whether boys of color see reading as
"acting white," and, thus, something to be avoided (Smith & Wilhelm, 2002), one study
of African American boys found that they resented activities they defined as schoolwork,
believing that they will never benefit from an education (Tanksley, 1995).
READING MATERIALS THAT BOYS LIKE
Boys tend to read a "wider number of genres over a broader range of topics" than girls
(Simpson, 1996, p. 272). They are usually most interested in books and periodicals
about hobbies, sports, and activities they might engage in, and in informational
resources. They like escapism (science fiction, adventure, and fantasy) and humor
more than fiction and poetry, and they like to collect series of books (Simpson, 1996;
www.eric.ed.gov ERIC Custom Transformations Team
Page 2 of 6 ED467687 2002-08-00 Helping Underachieving Boys Read Well and Often. ERIC Digest.
Smith & Wilhelm, 2002).
Reading choices made for boys frequently do not reflect their preferences, since girls
are clearer and more vocal about what books they want, elementary school teachers
are predominantly women, and mothers rather than fathers select reading materials for
their children. Obviously, then, involving boys in the selection process will increase their
attentiveness (Simpson, 1996). Further, boys, like all children, want to see characters
like themselves sometimes. Therefore, materials should feature people of different
ethnicities, races, and backgrounds who live in a variety of types of homes and
communities. (One resource for materials of particular interest to African American
children is a bibliography produced by the National Association for the Education of
Young Children [Brown & Oates, 2001]).
CLASSROOM STRATEGIES FOR INCREASING
BOYS' READING
Reading aloud by teachers, guest readers, and students is a valuable classroom activity
to which substantial amounts of time should be allotted. It is especially beneficial for
boys who may not be reading at other times and need to be introduced to the pleasure
that reading provides. Teachers can capture boys' interest by associating the material to
be read with their existing knowledge. When they read aloud to boys, teachers can help
them to associate sounds with symbols by letting them follow along with the text.
Rotating reading materials of different genres allows boys to see the many types of
reading materials available--not just novels and textbooks, but also newspapers and
magazines, how-to guides, comics, and computer programs--and their multiple uses
(Simpson, 1996).
Boys gain confidence in their reading ability when they read aloud in class. Frequent
interruptions or corrections undermine this confidence, however. Since teachers correct
boys' reading more than girls', they need to be sensitive to the effects of their criticism
(McCarthy, Nicastro, Spiros, & Staley, 2001; Smith & Wilhelm, 2002). Additional time for
silent reading promotes the independent development of skills and the enjoyment of
reading.
Teachers can help boys comprehend reading materials and promote analytical thinking
by involving them in class or group discussions. Students can review the content,
purpose, and presentation of particular types of books, and how they differ. They can
"talk about stories as constructions of the world, not as reflections of it," and can
consider whether they empathize with the characters. They can use their imaginations
to recast a story using characters of a different sex or ethnicity. Because girls tend to
dominate discussions of books, teachers need to take care that boys participate
(Simpson, 1996, p. 278).
A library in the classroom stocked with attractive age- and ability-appropriate books
encourages boys to pick up one when they have a free moment. Inviting all children to
ERIC Resource Center www.eric.ed.gov
ED467687 2002-08-00 Helping Underachieving Boys Read Well and Often. ERIC Digest. Page 3 of 6
design the library area, and to choose and organize the books, promotes use. Regular
visits to the school library show boys a much wider range of reading materials and
foster their desire to improve their skills so they can read the more sophisticated
material there. Outings to the public library serve the same purpose. Also, getting
children library cards encourages future visits with their families (Calkins, 1996).
JOINT STRATEGIES FOR THE SCHOOL,
COMMUNITY, AND HOME
Schools, libraries, and community groups can join with families to improve boys'
reading. Adults can talk about how reading alone and with friends, looking for books in
stores, libraries, and flea markets, giving books as gifts, and sharing what they have
learned, makes them happy and helps them relate to others (Calkins, 1997).
More formally, organizations can implement reading programs. They can provide male
reading role models of color to help boys develop the habit of reading. Such role models
are especially important for boys living in homes without men, and including them in a
supplementary education program can help compensate for families that do not read at
home. Men can model reading by doing so themselves and reading aloud to children,
and by telling children why reading enriches their own lives (Tanksley, 1995). A tutoring
program can also employ adult role models. Alternatively, it can pair less proficient
readers with more accomplished students who can instinctively select appealing books,
articles, and manuals providing instructions for engaging in an activity or constructing a
model. Of course, all tutors can use school texts (Tanksley, 1995).
ACTIVITIES FOR PARENTS
Schools can help parents promote their children's reading by communicating that it is
important to read to sons (every day, if possible), that they do not have to be well
educated to do so effectively, and that schools cannot be solely responsible for their
children's education. Schools can direct parents to free sources of reading materials
(such as the school itself, libraries, and community organizations) and manage book
swaps. They can also encourage parents to allow their children time for reading and
provide an inviting place for it. Parents can also be helped to integrate reading with their
children naturally into their schedules (Coley, 2002; McCarthy et al., 2001; North
Carolina, 1999; Tanksley, 1995).
Parents can model reading, sharing what they have learned, recommending good
books, and mentioning what they want to learn from reading in the future. Parents and
sons can read together, selecting increasingly difficult materials to help boys improve
their skills and promoting positive interactions as they predict what will happen in a story
and then discuss what did happen and why. Parents and sons can look up information
together both to show the value of reading and to help boys develop problem-solving
skills. Parents can take books along on long trips or to places where waiting is
anticipated to help boys appreciate the value of reading as recreation. Finally, parents
www.eric.ed.gov ERIC Custom Transformations Team
Page 4 of 6 ED467687 2002-08-00 Helping Underachieving Boys Read Well and Often. ERIC Digest.
can maintain a reading log with their sons that indicates what, when, and how much the
boys are reading. The log keeps parents informed, supports their sons' efforts, and
encourages reading together (Calkins, 1996; McCarthy et al., 2001; North Carolina,
1999; Tanksley, 1995).
CONCLUSION
Many enticements compete for children's time, television most especially. For boys, the
desire to be physically active can further impede their interest in reading. Therefore it is
necessary to help boys select and use reading materials that are as entertaining as
television, tap into their special interests and answer their unique questions about the
world, and provide information that facilitates their participation in sports and other
group activities.
Finally, the reading that boys do should not be dismissed as inconsequential even
though it often does not include the novels and other traditional materials usually read
by girls. The genres preferred by boys can be equally helpful in their development of
reading, thinking, and problem solving skills, and should be considered key resources in
their education.
REFERENCES
Brown, J.C., & Oates, L. (2001). Books to grow on: African American literature for young
children. Washington, DC: National Association for the Education of Young Children.
Calkins, L.M. (1996, August). Motivating readers: First things first: Planting the seeds for
lifelong reading. Instructor, 106(1), 32-33. (EJ 533 473)
Calkins, L.M. (1997, January-February). Motivating readers: Five ways to nurture a
lasting love of reading. Instructor, 106(5), 32-33. (EJ 538 525)
Coley, R.J. (2001). Differences in the gender gap: Comparisons across racial/ethnic
groups in education and work. Princeton: Educational Testing Service. (ED 451 222)
Coley, R.J. (2002). An uneven start: Indicators of inequality in school readiness.
Princeton: Educational Testing Service.
McCarthy, S., Nicastro, J., Spiros, I., & Staley, K. (2001). Increasing recreational
reading through the use of read-aloud's. Unpublished manuscript, Saint Xavier
University, Chicago, IL. (ED 453 541)
North Carolina State Board of Education, Department of Public Education. (1999).
Reading with your elementary child: Tips for parents--grades 3-5. Raleigh: Author. (ED
438 038)
Simpson, A. (1996, December). Fictions and facts: An investigation of the reading
ERIC Resource Center www.eric.ed.gov
ED467687 2002-08-00 Helping Underachieving Boys Read Well and Often. ERIC Digest. Page 5 of 6
practices of girls and boys. English Education, 28(4), 268-79. (EJ 540 728)
Smith, M.W., & Wilhelm, J.D. (2002). "Reading don't fix no Chevys": Literacy in the lives
of young men. Portsmouth, NH: Heinemann.
Tanksley, M.D. (1995). Improving the attendance rate for African American male
students in an after school reading program through parental involvement, positive male
role models, and tutorial instruction. Ed.D. Practicum, Nova Southeastern University,
Fort Lauderdale, FL. (ED 394 119)
This Digest was developed by the ERIC Clearinghouse on Urban Education, with
funding from the Office of Educational Research and Improvement, U.S. Department of
Education, under contract no. ED-99-CO-0035. The opinions in this Digest do not
necessarily reflect the position or policies of OERI or the Department of Education.
Title: Helping Underachieving Boys Read Well and Often. ERIC Digest.
Note: Digest Number 176.
Document Type: Information Analyses---ERIC Information Analysis Products (IAPs)
(071); Information Analyses---ERIC Digests (Selected) in Full Text (073);
Available From: ERIC Clearinghouse on Urban Education, Institute for Urban and
Minority Education, Box 40, Teachers College, Columbia University, New York, NY
10027. Tel: 800-601-4868 (Toll free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail:
eric-cue@columbia.edu. For full text:
http://eric-web.tc.columbia.edu/pubget.asp?show=1.
Descriptors: Elementary Education, Elementary School Students, Low Income Groups,
Males, Minority Group Children, Parent Responsibility, Reading Aloud to Others,
Reading Attitudes, Reading Skills
Identifiers: ERIC Digests